Portland Community College | Portland, Oregon

Consideration for Flexibility with Deadlines

There may be disability-related impacts on the ability of the student to meet course deadlines. This does not waive requirements for work to be completed by the scheduled end of the course.

Consideration for Flexibility with Attendance

This student experiences disability that has the potential to impact attendance. This does not waive requirements for participation.

Consideration for Flexibility with Group Work

This student may request alternatives to group assignments. Accessible Ed & Disability Resources has advised the student that this request may not be reasonable in situations where the group work is vital to satisfying essential learning outcomes.

We offer collaboration and engagement through an interactive process. When students are eligible for consideration for flexibility there is an e-form that needs to be signed before requesting accommodations. The language for this agreement e-form can be reviewed in advance. Please reach out to Accessible Ed & Disability Resources with any questions about rights and responsibilities.

When requests for consideration of adjustments to course-specific policies are included on faculty notification letters, Accessible Ed & Disability Resources provides brief questionnaires called Flex Plans to assist. These forms document ways flexibility can be put in place on a course by course basis without fundamentally altering or lowering standards. Students initiate the forms after reviewing the syllabus and having a conversation with the instructor. The the questions can also be previewed in advance. Once a form has been completed, it is available to both the student and instructor through the Accommodation System.

AEDR is available to assist at any point in the process.

Please see this Flex Plan handout or this presentation on Flex Plans with Screenshots.

Requests for flexibility require an interactive process. AEDR is available to work with faculty and students to determine how these types of adjustments can be put in place. The questions below are the type of questions that we will want to talk through with faculty.

• Is there regular classroom interaction between the instructor and students and among the students themselves?
• Do student contributions in class constitute a significant component of the learning process?
• Does the fundamental nature of the course rely upon student participation as an essential method of learning?
• To what degree does a student’s failure to attend class constitute a significant loss of the educational experience of other students in the class?
• What does the course description and syllabus say regarding attendance?
• What is the method by which the final course grade is calculated?